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CHAPTER II REVIEW OF RELATED LITERATURE
The researcher divides this chapter into two major sub-headings, namely review of related literature and theoretical framework. Review of related theories
provides relevant theories to the study, whereas the theoretical framework explains the contribution of the theories and reviews in solving the problem of the
study, namely, how the theories are applied in the study to address the research problems.
A. Review of Related Theories
In this review of related theories, the researcher discusses instructional design models, Communicative Language Teaching CLT, and speaking skill.
1. Instructional Design Model
Instructional system is the “package” of materials, tests, students‟ guides,
and teacher guides needed to teach the goals with all supporting activities and processes required to operate the system as it was designed to be operated Briggs,
1977. Design is the level of method analysis in which we consider six important parts such as the objectives, the syllabus, the types of learning and teaching
activities, the learner role, the teacher roles and the role of instructional materials Richards, 2001. Model is a set of coherent procedures for actually carrying out a
process, such as needs assessment, media selection and evaluation Briggs, 1977.
In designing the instructional materials systematically, Hutchinson and Waters 1987:55-56 suggest three significant considerations. First, instructional
materials design must be based on the target needs. They refer to what the learners have to know in order to function effectively in the target situation. Second,
instructional materials design should pay attention to the significant potentialities such as experience, finance, facilities, competence, background, knowledge, and
time, which exist in the learning situation in order to adjust what is possible and what is impossible to be done in the system. Third, instructional design is
supposed to develop the language-centered approach, the skill-centered approach, or learning-centered approach. Although the researcher does not design English
for Specific Purposes materials, the three considerations explained above need to be considered in designing a good design material.
There are a lot of instructional design models that can be used in developing materials. However, in this study the researcher refers to two
instructional design models offered by Kemp and Yalden. Two of them will be adopted and modified to design the materials to enhance speaking skills for the
extracurricular English Club at SMP Kanisius Pakem Yogyakarta. The researcher uses these two models because these models have the same characteristics in the
process of analyzing learning needs, goals, and development the system to know the students‟ needs. The models clearly describe all details and steps in designing
a set of material in language teaching.
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